Michael Cady

The meeting commenced with roll call and confirmation of proper notice, followed by the adoption of the agenda. A significant portion of the meeting featured a spotlight on learning presentation detailing the immersive Spanish language program, its philosophy aligning with Universal Design for Learning (UDL) principles, and academic benefits across grade levels, including activities like using manipulatives, data collection via infographics, and cultural exploration. Following this, a board member provided a salute regarding participation in an interview program for special education students transitioning to careers. The board then accepted the consent agenda, which included previous meeting minutes from February 9th. New business involved a progress update on implementing Act 20, also known as the reading law, focusing on ensuring science-based literacy instruction in grades 4K through three and the requirement for universal student screening.

The meeting focused extensively on the Professional Learning Community (PLC) process as the 'Spotlight on Learning' segment, featuring representatives from Horizon Elementary School. Discussion covered the definition of PLCs, the four core questions guiding their focus (what students should know/do, how learning is assessed, intervention for non-mastery, and extension for proficiency), and the rationale based on educational research, specifically citing John Hattie's work on collective efficacy as a significant accelerator for student achievement. The school's Building Leadership Team (BLT) structure was detailed as a system for developing PLC capacity, supported by tools like Unit Planning Guides and Analysis of Student Work (ASW) forms. Specific examples of PLC impact were shared, including significant gains in oral reading fluency percentiles for third-grade students following targeted interventions, and consistent instructional planning across math teams for all learners. Coaching support for PLC implementation, goal setting, and reflective conversations were also discussed.

The meeting featured a spotlight on learning from Asa Clark Middle School regarding their maker space evolution and curriculum impact. The presentation detailed the transition from previous required courses like "21st Century Skills" and "Code to Create" to the new "Steam Design" course, which directly utilizes maker space tools such as vinyl cutters, 3D printers, laser engravers, and CNC routers. The development of the Steam Design course involved collaboration to align with standards in business, art, and technology. Key components included students mastering machine operation after initial design phases, and a subsequent unit focusing on connecting fabrication skills to business ventures, using tools like SWOT analysis and the SCAMPER model to iterate product ideas, such as a "Brush Buddy" toothbrush holder and utensil organizers, based on universal design principles.

The PHS Insight Program guides high school students in exploring and refining their post-secondary career paths through intensive career immersion and skill development. It offers diverse strands including Aviation, Healthcare, Global Business, Entrepreneurship, Journalism and Media, Human Services, Technology Support, and World Translations. The program is characterized by professional mentorship, opportunities for industry certifications and college credits, and a strong focus on authentic, challenging experiences to build employability skills and professional networks.

The meeting commenced with the Pledge of Allegiance. The spotlight of learning segment featured Piwaki Lake Elementary and detailed their inaugural 'Grand Pals Day,' an event designed to foster joy and connection between 4K students and their grandparents or guardians, involving classroom activities, songs, and shared learning experiences. Board members expressed overwhelming positive feedback regarding the event's emotional impact and its role in community bonding. Recognitions included saluting ASA Clark Middle School for ranking sixth in the state for math scores, and acknowledging the success of the school cheer teams which placed first and second in recent competitions. Furthermore, recognition was given to students involved in the Serving Others class who partnered with Schulties Greenhouse to create and solicit donations for gnomes, which garnered local newspaper attention. The summer school report highlighted several key initiatives for Summer School 2025, including the introduction of DNR-certified Boater and ATV Safety courses, the addition of new art classes for older students, the return of the 4K program to five days a week, and a newly streamlined registration process. The consent agenda was approved, which included previous meeting minutes and a $1,500 donation from the GenerRack Foundation to the high school robotics team. Old business involved the consideration and approval of new CTE course revisions for the 2026-2027 school year.